This study was conducted to explore secondary school teachers' innovative use of computer technologies in classroom. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. 241 were returned, and 231 valid questionnaires were used for data analysis, representing 84.6% of total questionnaires. Descriptive statistics, multivariate analyzes of variances, independent samples t-tests and multiple regression were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. The study found that male teachers (mean = 3.77, std = 1.36) have more access to computers than the female teachers (mean = 3.21, std = 1.28) but female teachers (mean = 1.85, std = 0.854) use ICT for evaluative purposes significantly more than male teachers (mean = 1.59, std = 0.798). Also a correlation analysis revealed high positive correlation between teachers' computer skills, computer experience and computer access (r = 0.59, p < 0.001; r = 0.65, p < 0.001). In addition, there was a high positive correlation between teachers' computer skills and computer access (r = 0.65, p < 0.001). Finally, it was revealed that computer access (ß = 0.42) was the strongest determinant of teachers' computer skills.